school location # -7251 highmiamicentral.dadeschools.net/assets/mcshs-2019-sip-phase-i.pdf · 1....

School Location # -7251Name of School - MIAMI CENTRAL SENIOR

HIGH

MIAMI DADE COUNTY PUBLIC SCHOOLS

School Improvement Process

School InformationName of School (School Number - School Name)

7251- Miami Central Senior High

Principal (Last Name, First Name)

Bethune, Gregory

Assistant Principal(s) (Last Name, First Name; Last Name, First Name)

Megias, Robert; Galarce, David; Greene, Starsheema; Parris, Quintera

MTSS Coordinator (Last Name, First Name)

Shevonne M. Williams

Demographic Overview

Miami Central High's Demographic Overview is the following: Total Enrollment--1,540, Total MinorityEnrollment--(% of total) 99%, Total Economically Disadvantaged--(% of total) 86%, Full-Time Teachers--111, and The Student Body Makeup--55 percent male and 45 percent female.

Current School Status

a. Provide the School's Mission Statement

Miami Central Senior High School faculty, staff, students and community stakeholders believe that allstudents have the ability to be successful learners. Miami Central Senior High School will implement SmallLearning Communities through an academy model that will assist students in defining and selecting theircareer choices. Every child, regardless of background and ability, will acquire the knowledge and skillsnecessary to succeed in an ever-changing global society.

b. Provide the School's Vision Statement

Miami Central High School's vision is to promote student achievement, provide an array of academicmediums that engage real world experiences and provide a conducive learning environment. Our aim is tocultivate a climate of positive change, eliminate low performance and institute a legacy of superior academicachievement through effective instructional programs. We strive to meet the needs of all students by offeringAdvanced Placement, Honors and Dual Enrollment classes as well as Intensive classes that are designed tochallenge and support students with meeting their academic goals.

School Narrative

1. Provide a brief description of the community the school serves as well as highlighting the uniquefeatures and programs within the school.

Miami Central serves a low socio-economic community with 89% students receiving free or reduced lunch.Our Faculty and Staff is committed to providing a quality education program with a safe, caring, andeducationally challenging environment. We are confident that by working together, our students’ educational

journey will be exciting, meaningful, demanding and most of all productive. In addition, we received the“Distinguished” Academy award by the National Academy Foundation and the “Model” Academy award bythe National Career Academy Coalition. Our Magnet Programs--iPrep, Academy of Engineering andRobotics, King Carter Global Trade and Logistics, and Academy of Information Technology--bridge the gapbetween the classroom and the workplace. Students receive a comprehensive curriculum, numerousopportunities to obtain industry certifications (Illustrator, Photoshop, InDesign, Premiere Pro, Dreamweaver,ServSafe Culinary, and Cosmetology) and participate in enriched hands-on activities that expand andreinforce classroom instruction.

Are you a Title I School?

yes

Please confirm the following. School Improvement Plan (SIP) district coordinated educationalinterventions to be selected by schools implementing the Title I Schoolwide Program

Participate in district coordinated efforts to improve student outcomes at the schoolsite through educational services (Such asextended learning opportunities, summer services, before or after school tutorials, intersection and spring recess tutorialsessions, etc.), in accordance with the approved SIP/Title I Plan.

Participate in discretionary educational services provided by the school district generated from the proportionate share of thisschool's Title I Schoolwide Program allocation. Such services are tailored in accordance to the educational needs of thestudents as depicted within the SIP/Title I Plan.

Phase I: Data Analysis (July 10 – July 19, 2019) Phase I of the School Improvement Process will begin at the 2019 Synergy Summer Institute. The SchoolLeadership Team (SLT) will participate and collaborate in a 3-day development workshop to initiate theyearlong School Improvement Process. During the Synergy Summer Institute, the SLT will analyze acomprehensive set of quantitative and qualitative data within the areas of School Culture and AcademicPrograms from the previous school year. After an analysis of the data, the SLT will reflect on the currentpractices and processes contributing to the data results during a guided Systems Review. The SLT will reviewand consider Essential Practices utilized in M-DCPS and identify practices within School Culture andAcademic Programs to sustain or enhance the implementation of the school’s continuous improvementprocess. The SLT will develop overarching Outcome Statements for the 2019-2020 school year. During theSynergy Summer Institute, the SLT will participate in coursework aimed to develop School Leadership CoreCompetencies to support the implementation of the school’s continuous improvement process.

Phase I will conclude with the design of an Opening of Schools Professional Development Agenda that willserve to: present the findings to the faculty to gain stakeholder involvement/feedback, build consensus anddevelop a collective understanding of how the school’s plan will address, and be aligned to, the school’sunique opportunities for improvement.

Phase I includes:

Data and Systems ReviewSchool Culture Data MapSchool Culture Data and Systems Review OrganizerAcademic Programs Data MapAcademic Programs Data and Systems Review OrganizerEssential Practices SelectionSchool Leadership Core CompetenciesPriority Actions DevelopmentOutcome StatementsOpening of School Professional Development

Phase I will be completed during the 2019 Synergy Summer Institute.

July 10 - July 19, 2019

During the Synergy Summer Institute, SLTs will collaborate in trainings led by District staff designed toanalyze, reflect and identify the components that contributed to the previous year’s data outcomes. The seriesof professional development courses on School Leadership Core Competencies will assist schools indeveloping and implementing the School’s Improvement Process with a high degree of fidelity to maximize theimpact and investment by stakeholders into all school improvement initiatives.

Through data disaggregation, reflection and discussion, the SLT’s goal will be to identify and agree on theEssential Practices that would need to be sustained or enhanced during the 2019-2020 school year to ensureimprovement in School Culture and Academic Programs.

Phase I will conclude with each school:

Identifying the Priority Actions for each Essential Practice selectedIdentifying the Outcome Statements for School Culture and Academic ProgramsCreating a plan to provide the faculty with professional development and garner feedback from allstakeholders on all Phase I content during the 2019-2020 Opening of Schools

Phase I

Data Analysis

Analyze - Reflect - Identify

DAY ONE- Synergy Summer Institute

DATA AND SYSTEMS REVIEWSchool Leadership Teams will review all 2018-2019 data points provided on the subsequent pages in theindividualized School Culture Data Map and Academic Programs Data Map to analyze the results using theData Driven Dialogue Protocol. Systems Review Organizers will assist the school to further examine andalign results to the Essential Practices.

Data and Systems Review

1. Using the Data Driven Dialogue Protocol, SLTs will analyze the School Culture and AcademicPrograms Data Maps (i.e. student level data, teacher level data, and parent level data) and discussfindings.

2. Within the Data and Systems Review Organizer, classify data findings into the second column titled:

“Data Findings & Area” based on their appropriate rating (input no more than three data points foreach rating):

Significantly Improved Data FindingsSignificantly Improved Data Findings: Data findings that indicate substantial increases ascompared to previous years. Also, data findings that, when compared to schools with similardemographics, indicate above the norm performance. Select the three data points that have hadthe greatest positive impact on the school’s overall success.Neutral Data FindingsNeutral Data Findings: Data findings that have remained constant, with little to noimprovement/decline from previous years. Also, data findings that, when compared to schoolswith similar demographics, indicate with-in the norm performance. Select the data points that, ifimproved, could have the greatest impact on the school’s overall performance.Significantly Decreased Data FindingsSignificantly Decreased Data Findings: Data findings that have declined in value fromprevious years. Also, data findings that, when compared to schools with similar demographics,indicate below the norm performance. Select the three data points that have had the negativeimpact on overall school success.

3. Within the Data and Systems Review Organizer, input a rationale for each data finding into the thirdcolumn titled “Rationale for Selection of Data” for School Culture and Academic Programs.

4. Within the Data and Systems Review Organizer, the SLTs will review each data point selected and afterthe Systems Review will determine which Essential Practices contributed the most or had the greatestimpact for each data finding (positive, neutral, and/or negative). The School Leadership Team willenter the Essential Practices into the fourth column titled “Connected Essential Practices”. Input nomore than three Essential Practices for each data finding.

The Data and Systems Review process will enable the SLTs to thoroughly analyze data results and identify thefactors that have had the greatest impact on their school’s performance.

DATA AND SYSTEMS REVIEW ORGANIZER

SCHOOL CULTURE

Data Rating

Data Findings & Area

Be specific in defining each data element below.

Rationale forSelection of Data

Why was this data findingselected as being mostimpactful?

ConnectedEssentialPractices

Which EssentialPractice(s)contributed most tothe data findings?

SignificantlyImproved Data Findings

According to the 2018-2019 School Climate SurveyFeedback from students, 79% of the students stronglyagreed with the statement that "teachers let them knowhow they are doing on their school work" as comparedto the 2017-2018 survey where only 63% stronglyagreed with the same statement, a 16 percentage pointsdifference.

It is important toeffectivelycommunicateacademic progress toencourage students'metacognition andownership of their

PromotingGrowthMindset

learning.According to the 2018-2019 School Climate SurveyFeedback from student, 74% of the students stronglyagreed with the statement "that they are getting a goodeducation at their school" as compared to the 2017-2018 survey where only 60% strongly agreed with thesame statement, a 14 percentage points difference.

It is imperative tocreate a cognitivelystimulating schoolenvironment andreinforce positivelearning outcomes.

SharedVision/Mission

According to the 2018-2019 School Climate SurveyFeedback from students, 64% of the students stronglyagreed with the statement that "my teachers make mewant to learn" as compared to the 2017-2018 surveywhere only 53% strongly agreed with the samestatement, a 9 percentage points difference.

The school's missionis to foster highexpectations anddevelop lifelonglearners.

CommunicateWithStakeholders

Essential Practice for Significantly Improved Data Findings (Sustained)

Promoting Growth Mindset

Data Rating



Rationale for Selection of Data

Why was this data finding selected as beingmost impactful?


WhichEssentialPractice(s)contributedmost to thedata findings?

NeutralData Findings

According to the 2018-2019 Student AttendanceData, 29% of the student population were absent0-5 days as compared to the 2017-2018 StudentAttendance Data where 30% of the studentpopulation were absent 0-5 days, a 1 percentagepoint difference.

This data point emphasizes thatstudents are stakeholders in andvalue their education. The minimalincrease also indicates that this isstill an area of concern and that theattendance initiatives in place needto continue with fidelity.

AttendanceInitiatives

According to the 2018-2019 School ClimateSurvey Feedback from staff, 50% of the studentsstrongly agreed with the statement that "myguidance counselor helps me with school andpersonal problems" as compared to the 2017-2018survey where 53% strongly agreed with the samestatement, a 3 percentage points difference.

This data point illustrates that theGuidance Counselors are vested inthe qualitative needs of students.This is also an indication thatmore work towards meeting theneeds of all students is needed.

EffectiveUse ofSchool andDistrictSupportPersonnel

According to the 2018-2019 School ClimateSurvey Feedback from staff, 58% of the studentsstrongly agreed with the statement that "I have anelectronic device that can be brought to school ona daily basis" as compared to the 2017-2018survey where 60% strongly agreed with the samestatement, a 2 percentage points difference.

This data point reinforces 21stcentury technology integration aswell as emphasizes the continuedschool-wide support for students'technology use for academicachievement.

DigitalCitizenship

Essential Practice for Neutral Data Findings (Secondary)

Digital Citizenship

Data Rating



Rationale forSelection of Data

Why was this datafinding selected as beingmost impactful?


WhichEssentialPractice(s)contributedmost to thedata findings?

SignificantlyDecreased Data Findings

According to the 2018-2019 Student Attendance Data, 32% ofthe student population were absent 16+ days as compared tothe 2017-2018 Student Attendance Data where 25% of thestudent population were absent 16+ days, a 7 percentage pointincrease.

This data reflectsa significant needto improve schoolculture as itrelates toattendance.

AttendanceInitiatives

According to the 2018-2019 School Climate Survey Feedbackfrom staff, 50% of the students strongly agreed with thestatement that "the overall climate or feeling at their school ispositive and helps them learn" as compared to the 2017-2018survey where 57% strongly agreed with the same statement, a7 percentage points decrease.

It is necessary tofoster ongoingsupport for thedevelopment of asafe andsupportiveenvironment.

SchoolSpirit,Pride andBranding

According to the 2018-2019 School Climate Survey Feedbackfrom staff, 51% of the students strongly agreed with thestatement that "violence is a problem at their school" ascompared to the 2017-2018 survey where 41% strongly agreedwith the same statement, a 10 percentage points increase.

Student safety is apriority, andlearning shouldalways beparamount.

Inclusivity,Toleranceand Anti-Bullying

Essential Practice for Significantly Decreased Data Findings (Primary)

School Spirit, Pride and Branding

DATA AND SYSTEMS REVIEW ORGANIZER

ACADEMIC PROGRAMS

Data Rating


Be specific in defining each data elementbelow.


Why was this data finding selected as being most impactful?


Which EssentialPractice(s)contributed mostto the datafindings?

SignificantlyImproved Data Findings

Based on the FSA ELA data,learning gains for the Lowest25% increased from 34% in2018 to 40% percent in 2019.An increase of 6 percentagepoints.

It signifies that the instructional strategies andsupport centered around Data-Driveninstruction and Differentiated Instruction wereeffective. It also validates that these twoessential practices should remain at theforefront in order to yield continuousimprovement for our Lowest 25% students.

Data-DrivenInstruction

DifferentiatedInstruction

Based on the EOC data, thepercent of students school-wide achieving proficiency onthe U.S. History EOCincreased by 3 percentagepoints from 44% in 2018 to47% in 2019. Thus, meetingthe goal set.

It signifies that the instructional strategies andsupport centered around Data-Driveninstruction continues to yield positive outcomesin increasing student achievement in U.S.History. The data is also impactful because itrepresents a trend of continuous improvementin the area of U.S. History, which isencouraging.


InteractiveLearningEnvironment

Based on the EOC data, thepercent of students school-wide achieving proficiency onthe Biology EOC increased by3 percentage points from 58%in 2018 to 61% in 2019. Thus,meeting the goal set.

This data point is especially impactful becauseit has been an area of continuous improvementfor the last three years, signifying that theinstructional practices in place (i.e. Data DrivenInstruction and Vocabulary Blitzes) areeffective and should continue to be reinforced.


AcademicVocabularyInstruction

Essential Practice for Significantly Improved Data Findings (Sustained)

Data-Driven Instruction

Data Rating


Be specific in defining each dataelement below.




Which EssentialPractice(s) contributedmost to the datafindings?

NeutralData Findings

Based on the 2019 FSAdata, ELA (9th and 10thgrade) school-wideproficiency decreased by1 percentage point from24% in 2018 to 23% in2019.

Although the proficiency rate decreased minimally;the slight decrease is an indication that the essentialpractices in place must continue with fidelity inorder to meet the needs of our students and increaseacademic achievement in ELA.

EffectiveCurriculum andResourceUtilization

InstructionalSupport/Coaching

Based on the 2019 EOCdata, the percent ofstudents school-wideachieving proficiency onthe Algebra I andGeometry tests combinedincreased by 2 percentage

Despite several personnel changes in the Mathdepartment, including the lack of a Math Coach forhalf of the year, we achieved a two percentagepoints increase from the previous school year. Thisincrease is a result of teachers use of effectivecurriculum and the utilization of resources. It alsovalidates the need of having a Coach in place to

EffectiveCurriculum andResourceUtilization

Instructional

points from 26% in 2018to 28% in 2019.

provide continuous instructional support in order tomaximize student achievement.

Support/Coaching

Based on the 2019 FSAELA data, proficiency forthe English LanguageLearners (ELL) increasedfrom 1% in 2018 to 2%percent in 2019.

Although the proficiency rate increased minimally;the slight increase is an indication that the essentialpractices in place must continue with fidelity inorder to meet the needs of our ELL students andincrease their academic achievement in ELA.


Essential Practice for Neutral Data Findings (Secondary)

Instructional Support/Coaching

Data Rating


Be specific in defining each dataelement below.



Connected EssentialPractices

Which Essential Practice(s)contributed most to the datafindings?

SignificantlyDecreased Data Findings

Based on the Collegeand Career Accelerationdata, school-widestudent achievementdecreased from 68% in2016-2017 to 56%percent in 2017-2018. A12 percentage pointsdecrease.

This is impactful because it was the catalystfor us establishing and implementinginstructional frameworks for CTE courses toensure that all students were given theopportunity to obtain industry certificationand were documented upon completion. As aresult, we anticipate almost 20 percentagepoints increase for the upcoming school year.

Establishing andImplementingInstructionalFrameworks

Based on the 2019 EOCMath data, Algebra Iand Geometrycombined, learninggains for the Lowest25% decreased from51% in 2018 to 48%percent in 2019. A 3percentage pointsdecrease.

The 3 percentage points decrease with ourLowest 25% students is an indication thatmore work with EffectiveQuestioning/Response techniques has to bedone to meet the needs of this group ofstudents. In addition, instructional supportand coaching must be frequent and consistentto assist teachers with meeting the needs ofour Lowest 25% students.

EffectiveQuestioning/ResponseTechniques


According to the 2019Federal Index and ESSASupport Categoriesreport, our Students withDisabilities (SWD)subgroup do not meetthe 41% threshold forthis current year.

This data point is impactful because itsignifies that we must be deliberate andstrategic with our planning and execution inorder to ensure that we are addressing theneeds of our SWD subgroup. Byimplementing the strategy EffectiveQuestioning and Response Techniques, weanticipate increase improvement.

EffectiveQuestioning/ResponseTechniques

Essential Practice for Significantly Decreased Data Findings (Primary)

Effective Questioning/Response Techniques

ESSENTIAL PRACTICES REVIEWSchool Leadership Teams will examine the “Connected Essential Practices” column within the Data andSystems Review Organizer for School Culture and Academic Programs. SLTs will identify and come to aconsensus on which continuing Essential Practices lead to, and/or had the greatest impact on, overall schoolimprovement.

Sustained Essential Practice

To identify the Sustained Essential Practice, SLTs will review the Essential Practices listed within the“Significantly Improved Data Findings” section. The SLT will agree on the Essential Practice which hadthe greatest impact on overall school improvement. This observed practice can exist school-wide or begrade-level or department/content specific.

Primary Essential Practice

To identify the Primary Essential Practice, SLTs will review the Essential Practices listed within the“Significantly Decreased Data Findings” section. The SLT will determine which Essential Practice needsthe greatest enhancements to have a positive impact on the school’s overall performance during the 2019-2020 school year.

Secondary Essential Practice

To identify the Secondary Essential Practice, SLTs will review the Essential Practices listed within the“Neutral Data Findings” section. The SLT will determine which Essential Practice needs enhancementsto have a positive impact on the school’s overall performance during the 2019-2020 school year.

The selection of each Essential Practice (Sustained, Primary and Secondary) and Priority Actions will drivethe school’s action plans for the 2019-2020 school year.

SCHOOL CULTURE






Digital Citizenship

ACADEMIC PROGRAMS







DAY TWO- Synergy Summer Institute

SCHOOL LEADERSHIP CORE COMPETENCIES

The School Improvement Process begins with identification of Essential Practices within a school to sustainor enhance to improve the school’s overall performance during the 2019-2020 school year. The next step inthe process is to assess and develop the School Leadership Team’s skills to successfully lead and support theimplementation of the plan.

The School Leadership Core Competencies identified below include patterns of thinking, feeling, acting, orspeaking that are directly connected to a leader’s ability to affect change within a school. During the SynergySummer Institute, coursework will allow for the evaluation and development of these School Leadership CoreCompetencies to increase efficiency and skill mastery which can be used by school leaders to successfullyimplement the School Improvement Process.

Competency 1: Commitment to StudentsCompetency 1: Commitment to Students A relentless pursuit and commitment to student learning asevidenced by a belief in one’s own capability, and the courage to take a stand on behalf of students.

Commitment to Students includes certain behaviors such as:

taking ownership for students’ learningsetting high expectations for all learnersbelieving in students’ ability to learn regardless of barriers relentlessly pursuing the implementation of what is right for the studentssupporting decisions and policies to improve instruction and advance learning for all students

Development in Commitment to Students prioritizes the students’ learning as the foundation of the SchoolImprovement Process.

Competency 2: Focus on Sustainable ResultsCompetency 2: Focus on Sustainable Results The deliberate actions and continuous drive to setchallenging goals and reach a high standard of performance despite barriers.

A Focus on Sustainable Results includes certain behaviors such as:

prioritizing activitiesimplementing initiativesregularly tracking progressdemonstrating perseveranceconsidering innovative actionstaking courses of action to achieve desired results and minimize risks

Developing in the area of Focusing on Sustainable Results will provide short and long-range goals forsuccessful implementation of School Improvement Process.

Competency 3: Developing OthersCompetency 3: Developing Others The act of influencing others, with the specific intent, to increasetheir short and long-term effectiveness, perceptions, thinking, and actions.

Developing Others includes certain behaviors such as:

setting positive expectationspersonally providing instructionproviding developmental feedbackchoosing the timing and delivery of informationselecting training and work assignments to build other’s capabilitiesfully delegating so that others may learn from their own successes and mistakes

Growth in Developing Others will provide opportunities to influence and improve the skills of allstakeholders throughout the School Improvement Process.

Competency 4: Engages the TeamCompetency 4: Engages the Team A group of adults working collectively to leverage their input, todevelop actionable and tangible goals, and to implement change in the school.

Engaging the Team includes certain behaviors such as:

empowering otherskeeping people on the team informedensuring that the team produces as plannedpromoting the morale and performance of a teamobtaining resources that the team needs to performmotivating the team with a compelling vision and enthusiasm

Development in Engaging the Team allows for a collaborative and comprehensive effort by all stakeholdersthroughout the School Improvement Process.

School Leadership Core Competency Course Reflections

School Leadership Teams will participate in a series of courses during the Synergy Summer Institute tomeasure and develop School Leadership Core Competencies and utilize these high-level competency skills toimplement the identified Essential Practice Enhancements to improve outcomes within School Culture andAcademic Programs. SLTs will reflect on their current leadership roles and implementation of the corecompetencies and consider opportunities for growth and application of each core competency for the 2019-2020 school year.

Competency 1: Commitment to StudentsDescribe the School Leadership Team's current reality regarding Commitment to Students.

As a team, we have concluded that our commitment to students is positive. The competency that mostidentifies our school's belief on "commitment to students" is that we implement practices that best support ourstudents' needs. For example, the data derived from the 2018 - 2019 student climate survey indicated that79% of the students strongly agreed with the statement that "teachers let them know how they are doing ontheir school work". In addition, the survey results revealed that 74% of the students strongly agreed with thestatement that "they are getting a good education at their school". Students also indicated that over 86% of thestudents strongly agreed that "their teachers require that they work very hard for the grades they get,"demonstrating that the school is committed to the overall success of students.

As evidenced by:

The student responses derived from the 2018 - 2019 School Climate Survey where over 70% of studentsconsistently agreed that their teachers let them know how they are doing, that they are getting a goodeducation and that they are required to work hard for their grades.

Describe how the School Leadership Team will use the Commitment to Students competency in theSchool Improvement Process.

The competency will be used to inform the School's Leadership Team decision making process as it relates tothe students / school individualized needs (eg. academic, social emotional, and behavior).

Competency 2: Focusing on Sustainable ResultsDescribe the School Leadership Team's current reality regarding Focusing on Sustainable Results.

The School Leadership Team acknowledges that in order to sustain the essential practice of fostering a schoolenvironment with a shared vision of utilizing data-driven instruction, there needs to continue to be a school-wide initiative for all coaching cycles to be conducted with fidelity.

As evidenced by:

During the 2018-2019 school year, the School Leadership Team saw an increase in learning gains as a resultof the focus on coaching interventions and DI. Although there was an increase, we did fall short of ourdesired goal. To reach our goal and to maximize our opportunities, we need to continue to make DI a focusand need.

Describe how the School Leadership Team will use the Focusing on Sustainable Results competency inthe School Improvement Process.

The SLT will use the competency throughout the school year to ensure that essential best practices (eg.coaching cycles, formal and informal observation), are consistently utilized and purposefully embeddedwithin daily operations to foster sustainable results.

Competency 3: Developing OthersDescribe the School Leadership Team's current reality regarding Developing Others.

The School Leadership Team strives to provide teachers with timely, specific, and explicit feedback, thatdirectly affects teacher instruction.

As evidenced by:

As a team, we have concluded that our developing of others is positive. For example, the data derived fromthe 2018 - 2019 Student Climate Survey indicated that 85% of the teachers strongly agreed with the statementthat PD programs keep them informed of new educational strategies. In addition, the survey results revealedthat 83% of the teachers strongly agreed with the statement that the principal is supportive of teachers.

Describe how the School Leadership Team will use the Developing Others competency in the SchoolImprovement Process.

The School Leadership Team will use the Developing Others competency in supporting the work of thecoaches via administrative observations and weekly Leadership Team meetings to ensure that the coachingcycles are deliberate, delivered with fidelity and meets the needs of all teachers.

Competency 4: Engages the TeamDescribe the School Leadership Team's current reality regarding Engages the Team.

The administration encourages team collaboration to enhance the school’s overall performance and facilitateopportunities of improvement.

As evidenced by:

This is evidenced by administrative placement of instructional coaches, teachers and staff to positions that notonly highlight their strengths but also yield positive outcomes for our students' overall success.

Describe how the School Leadership Team will use the Engages the Team competency in the SchoolImprovement Process.

The leadership team will use Engages the Team to continue building staff capacity and fostering a positiveschool culture.

DAY THREE- Synergy Summer Institute

PRIORITY ACTIONS DEVELOPMENT

School Leadership Teams will review the Essential Practice Enhancements to create Priority Actionsnecessary to ensure the successful implementation of the Sustained, Primary, and Secondary Practices by theend of the 2019-2020 school year.


SLTs will identify the Priority Actions for the Sustained Essential Practice by determining a list ofactions necessary to successfully sustain the identified practice by the end of the 2019-2020 schoolyear.

Secondary and Primary Essential Practices

SLTs will identify the Priority Actions for the Secondary and Primary Essential Practices by reviewingthe selected enhancements for each and determining a list of actions necessary to successfullyimplement the identified enhancements by the end of the 2019-2020 school year.

Priority Actions

Schools will reflect on the implementation of the Sustained Essential Practice, the Primary EssentialPractice and the Secondary Essential Practice in the previous year(s) to identify what specific actionsare necessary to sustain and/or enhance the practices during the 2019-2020 school year. These actionswill be captured under Priority Actions.

The Priority Actions will assist in prioritizing the detailed action plans to be developed throughout the SchoolImprovement Process during the 2019-2020 school year.

SCHOOL CULTURE



Priority Actions for the Sustained Essential Practice

Miami Central Senior is committed to promoting Growth Mindset via common planning, professionaldevelopments and visible reminders.



Priority Actions for the Primary Essential Practice

Miami Central Senior High realizes that school culture needs to continue to permeate through all aspects ofthe school. This continued focus will happen via teacher leader opportunities, highlights of student successesand social networking of positive school attributes.


Digital Citizenship

Priority Actions to Enhance the Secondary Essential Practice

Miami Central High School will define digital citizenship for its students and staff via class meetings andprofessional developments, prioritize access to technology via hardware, software, and internet access. Wewill also develop, visualize, and enforce the school’s digital citizenship initiative using common languagerelated to the safe use of technology: various contexts, being responsible users of technology, and how tonavigate and use technology to aid in instruction and learning.

ACADEMIC PROGRAMS



Priority Actions for the Sustained Essential Practice

Continued utilization of common planning to create plans that are directly influenced by data.



Priority Actions for the Primary Essential Practice

Implement Claim Evidence Reasoning, a school-wide literacy strategy designed to improve students'questioning and response skills. This strategy will be also used to meet the needs of our Students withDisabilities. With consistent implementation and frequent monitoring via walk-throughs, common planningand data chats, we expect significant improvement.



Priority Actions to Enhance the Secondary Essential Practice

Continued implementation of clear expectations of coaching cycles to align with school's instructional goals.

OUTCOME STATEMENTSThe School Leadership Team will create an overarching Outcome Statement in the areas of School Cultureand Academic Programs. The School Improvement Process Outcome Statement is the goal the school aims toaccomplish by the end of the 2019-2020 school year. SLTs will:

Participate in a protocol to assist in creating the overarching School Improvement Process vision fortheir school.Consider the predicted results if effective implementation of the identified Essential Practices(Sustained, Primary, and Secondary) occur.

Develop a statement that encompasses the intended outcome as a result of having successfully implementedthe Sustained Practice and Primary/Secondary Essential Practice Enhancements at the end of the 2019-2020school year.

SCHOOL CULTURE

OUTCOME STATEMENT

School Culture

1. If the School Leadership Team consistently promotes Growth Mindset via common planning, professionaldevelopments, and throughout the school, then the school will be able to improve teacher and student buy-inregarding individual and school-wide growth. 2. If the School Leadership Team coordinates and executes aplan of action to improve school spirit, pride and branding, then an overall positive school culture willpermeate through all aspects of the school. 3. If the School Leadership Team educate students and staff aboutDigital Citizenship, then we should witness more students and staff utilizing technology to enhance and aid intheir instruction and/or learning experiences.

ACADEMIC PROGRAMS

OUTCOME STATEMENT

Academic Programs

1. If the School Leadership Team consistently expects and supports data-driven instruction, then the schoolwill be able to increase learning gains and achieve the necessary points to earn a B. 2. If the SchoolLeadership Team consistently expects and supports the creation of Effective Questioning/ResponseTechniques during the instructional framework, then the school will be able to increase proficiency andlearning gains. 3. If the School Leadership Team consistently supports and guides the coaches workthroughout the coaching cycle, then teacher quality will be positively impacted by the coaching support.

OPENING OF SCHOOL PROFESSIONAL DEVELOPMENTSchool Leadership Teams will design a professional development to be provided during the Opening ofSchool activities on one or both Teacher Planning Day(s). In the plan below, specify the following: morningor afternoon sessions, topics to be shared, protocols being used in both small and large groups, and thefacilitator(s) leading the group sessions. The purpose of the professional development will be to share what

was realized, acknowledged, learned, and planned during Phase I of the School Improvement Process duringthe Synergy Summer Institute with teachers and staff to garner feedback.

The professional development should include a summary of the:

Data and Systems Review SummarySchool Leadership Core Competency Course ReflectionsSustained Essential Practice and Priority ActionsPrimary & Secondary Essential Practice Selections

Priority ActionsOutcome Statements

The professional development should include opportunities to gather teachers’ and staff input/feedback on thefollowing:

Sustained Essential Practice and Priority ActionsPrimary & Secondary Essential Practice Selections

Priority Actions - How will the priority actions be addressed during the school year? Brainstorm possible Implementation StepsIdentify possible roles/resources

Opening of School Professional Development Agenda

Opening of

School Date

(08/15/19)AM-PM

Phase I Topic

What topic will beshared?

Data andSystemsReviewSummarySchoolLeadershipCoreCompetencyCourseReflectionsSustainedEssentialPractice Primary &SecondaryEssentialPracticeSelectionsPriority

Process Description

What process/protocol will be used to share thetopic and garner feedback from all stakeholders?

Activity Lead

Who will facilitate thesharing of the topic and

the collection anddiscussion of feedback

regarding the topic?

ActionsOutcomeStatements

8:00-9:45AM

Engaging theTeam

Icebreaker and Introduction of School-wideLiteracy Initiatives.

TransformationalCoaches

9:45-10:15 AM

School-wide DataReview

A presentation on our school's overall data will bereviewed. Additionally, a reflection protocol willbe used to provide teachers with an opportunity toreflect on their data.

Mr. Megias

10:30-12:00 PM

Growth Mindset(Groups A & B)

Critical Friends Protocols will be utilized tointroduce, monitor and assess teachers' knowledgeand implementation of Growth Mindset. Zones ofComfort Protocol will be used to garner feedbackfrom the teachers

Ms. Allen and Ms.Kehinde

10:30-12:00PM

DigitalCitizenship(Groups B & A)

Technology-enriched presentation focused onimproving teachers' knowledge andimplementation of Digital Citizenship. Also,providing an introduction to Zoom and Quizzizonline platforms.

Mr. Falero and Ms.Yearby

12:00-1:00 PM

Interactive workshop exploring options forramping up respect and ownership of our school'spride.

Ms. Shotwell

school location # -7251 highmiamicentral.dadeschools.net/assets/mcshs-2019-sip-phase-i.pdf · 1....

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